Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology? (W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS (What) (H).2 Engage (Hook) (E).3 Students will know...(Equip), Graphic Organizer and Cooperative Learning the content (Explore), working on product (partners, teams...) (Experience) (R).4 Checking for Understanding Strategies during instruction (Rethink), Self-Assessment using Rubrics or Checklist, feedback by students (Rethink/Revise), and feedback by teacher on Product (Revise/Refine), (E).5 Formative Assessment - Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: (Evaluate) (T).6 Give an example of each Multiple Intelligences (Tailor) Verbal-Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic Musical/Rhythmic Intrapersonal Interpersonal Naturalist (O).7 Students will be able to ..., (Insert Facet Name)Product: Type II Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
Consider the W.H.E.R.E.T.O. elements. (L)
(W)1.1 Students understand that recurring themes are included to not only instill an idea, but give insight to our and the author's world (Where), It's important to grow and learn from morals and themes within novels, because there is a reason te author wrote about them (Why), Analyze the representation of a subject or a key scene in two or more different artistic mediums, including what is emphasized or absent in each treatment(What). (H) 1.2 The hook for this lesson will be the viewing of the 1974 version of The Great Gatsby, starring Mia Farrow and Robert Redford. (Hook) (E)1.3 Students will know what formed Fitzgerald's novel and theory on the 'American Dream'. Terms: theme, the American Dream, (Equip), Using the KWL chart the students will express their knowledge after reading through the novel, and what their basic understanding of the plot is. The Circle The Sage activity will have exceptional students aid the other students in the discussion of the important themes of the novel. (Explore), Throughout every lesson they will use a Blog to discuss and understand the themes of the novel, and relate them to their modern and/or personal world. While this will be a personal project, there will be class and group discussions to explain the various assignments. They will also comment on other students' blogs (Experience). (R)1.4 Part of their blog assignments will include a Quick Write prompt where the students will think back on their knowledge and express any confusion or insights (Rethink), fill out a cumulative rubric where they will evaluate all their blog posts for content, clarity, and comprehension(Rethink/Revise), and weekly feedback from the teacher on each week of blog posts (Revise/Refine). (E)1.5 Formative Assessment - Pre-Assessment: Survey on color: What is your favorite color? What does it mean to you? What can it mean to others? Quick class discussion on the Roaring Twenties (clothes, lifestyle, economy, ect.) Checking for Understanding: Quick Writes and Timely Feedback: Self, Teacher (Evaluate) (T) 1.6 Tailors Verbal: The entire lesson makes way for class discussion, from Circle the Sage to seminars, and the students will also write in their blogs. Logic: Circle the Sage will allow all students to think analytically about the themes of The Great Gatsby and build and cement their understandings of the themes. Visual: We'll look closely at scenes in the 1974 film representation of The Great Gatsby. Musical: Part of the pre-assessment includes looking at the music (jazz, blues, etc.) of the Roaring Twenties. Kinesthetic: Circle the Sage will be a physical activity, students expressering their concerns by moving to a specific area in the class. They will also use post-its to write down their opinions and questions. Intrapersonal:The blog will allow the students to privately investigate the lessons and their thoughts to come to personal conclusions. Interpersonal:The class will constantly incorporate discussions and seminar qualities. Naturalist: Part of the lesson will be looking how the geography of the novel - NYC, the Eggs, the Ash Heaps - influences the themes. (O)1.7 Students will be able to relate the themes of the novel to their own world. (Self-Knowledge)Product: Blog, Number of Days: 2 (Organize)
Lesson 2
Consider the W.H.E.R.E.T.O. elements. (L)
(W)2.1 Students understand that recurring themes are included to not only instill an idea, but give insight to our and the author's world (Where), Our time period is not too different from the past, and we can learn for bygone eras (Why), Analyze the representation of a subject or a key scene in two or more different artistic mediums, including what is emphasized or absent in each treatment(What). (H) 2.2 Cole Porter's music will be playing while they enter the classroom. (Hook) (E)2.3 Students will know what formed Fitzgerald's novel and theory on the 'American Dream'. Terms: theme, the American Dream (Equip), The persuasion map will be used when the students have to express various facets of life in the twenties and develop an opinion of the time period. Find the Fib will be used as an opening activity where the students will be given facts of the time period and learn what life was truly like (Explore), The students will use a Podcast to form an interview with a person from the twenties (Experience). (R)2.4 A Venn Diagram comparing our time period and the twenties will showcase their understanding and application of the material (Rethink), Checklists will be filled out by the students (Rethink/Revise), and feedback from the teacher on the Podcast (Revise/Refine). (E)2.5 Formative Assessment - Checking for Understanding: Venn Diagram and Timely Feedback: Self, Teacher (Evaluate) (T) 2.6 Tailors Verbal: The students will have a blog assignment relating the Roaring Twenties to the present. Logic: The Persuasion Map will require students to web together various facets of the era and come to a conclusion that relates to the novel. Visual: There will be an immersive look into the style and culture of New York City in the 1920s. Musical: The hook and basis of the lesson is jazz music. We'll look closely at the sounds and lyrics. Kinesthetic: Stations will be used to discover different facets of the time period. Intrapersonal: The Podcast will necessitate an in-depth look at comparing how the life of a singular person of the twenties was, and relating it to the 21st century. Interpersonal: Find the Fib will be an entertaining classroom activity where the students will have to work together to discover the truth. Naturalist:Part of the opening discussion will include an explanation of the geography of the novel and the importance of New York City and the Eggs. (O)2.7 Students will be able to consider why the themes were relevant at the time period of the Roaring Twenties. (Empathy)Product: Podcast, Number of Days: 1-2 (Organize)
Lesson 3
Consider the W.H.E.R.E.T.O. elements. (L)
(W)3.1 Students understand that different representations fulfill different meanings (Where), Authors and artists take specific, painstaking time to add detail in their pieces to relate meaning (Why), Analyze the representation of a subject or a key scene in two or more different artistic mediums, including what is emphasized or absent in each treatment(What). (H) 3.2 The classroom will be set-up like an art gallery and the students will have the opportunity to view all the pieces. (Hook) (E)3.3 Students will know how the movie, book, etc. succeed/fail differently in their portrayal. Terms: representation, analysis, direction (Equip), The Five W's activity will provide a framework for what students are to look for when analyzing a piece of art, film, or literature. As analysis can get tricky, Three Minute Reviews will be used for the students' benefit, so they can converse and clarify thoughts (Explore), The students will use Prezi to intricately dissect a piece of art (Experience). (R)3.4 An exit ticket will be used to make sure students understand the important of choice in representation (Rethink), Personal rubrics will be filled out on the Prezi project (Rethink/Revise), and feedback from the teacher on the Prezi as well (Revise/Refine). (E)3.5 Formative Assessment - Checking for Understanding: Exit Ticket and Timely Feedback: Self, Teacher (Evaluate) (T) 3.6 Tailors Verbal: Logic: Prezi will be utilized to the fullest by students who thing logically and architecturally. Visual: The Five W's are a visual interpretation of the students' thoughts. Musical: Kinthestic: Students can move about the classroom during the hook and physically highlight interesting things within the art pieces. Intrapersonal: Three Minute Reviews will be a class wide discussion for all students to engage and jump off ideas and collaborate. Interpersonal: The exit tickets will be personally and privately responded to. Naturalist: (O)3.7 Students will be able to analyze the usage and choice of theme in a representation. (Perspective)Product: Prezi, Number of Days: 1-2 (Organize)
Lesson 4
Consider the W.H.E.R.E.T.O. elements. (L)
(W)4.1 Students understand that different representations fulfill different meanings (Where), Everyone has a different perspective on life, it's important to be aware of that (Why), Analyze the representation of a subject or a key scene in two or more different artistic mediums, including what is emphasized or absent in each treatment(What). (H) 4.2 We will view a few scenes from separate representations of The Great Gatsby, be it film, theatre, or painting. (Hook) (E)4.3 Students will know how the movie, book, etc. succeed/fail differently in their portrayal. Terms: representation, analysis, direction (Equip),The students will use bubbl.us to create a graphic organizer comparing and contrasting the scenes we watched in the hook. A Gallery Walk will have the students responding to questions to each representation we watch. (Explore), They will utilize what they learned on bubbl.us to create a graphic organizer of their own with their own source material (Experience) (R)4.4 Decisions, Decisions will be implemented to check for understanding (Rethink), The students will utilize a checklist to self-assess (Rethink/Revise), and feedback by teacher on the organizer (Revise/Refine), (E)4.5 Formative Assessment - Checking for Understanding: Decisions, Decisions and Timely Feedback: Self, Teacher (Evaluate) (T) 4.6 Tailors Verbal: There will be a final wrap-up discussion for all students to speak about what they found most important in a specific scene. Logic: A graphic organizer will allow students to logically arrange their ideas and a clear, concise manner. Visual: We will view the same scene from The Great Gatsby in different representations. Musical: Kinesthetic: Gallery Walk will allow the students to move about the room and physically see the separation between representation. Intrapersonal: Gallery Walk will also involve students working with others to build on ideas and clarify information. Interpersonal: Students will self-assess using a checklist. Naturalist: (O)4.7 Students will be able to judge how choice effects the representation. (Interpretation)Product: bubble.us graphic organizer, Number of Days: 1-2 (Organize)
Lesson 5
Consider the W.H.E.R.E.T.O. elements. (L)
(W)5.1 Students understand that color is widely used as visual representations of topics and themes (Where), It's important to collaborate with others AND Color is used with specific intent (Why), Analyze the representation of a subject or a key scene in two or more different artistic mediums, including what is emphasized or absent in each treatment (What). (H) 5.2 Students will have the opportunity to draw/paint a representation of a color. (Hook) (E)5.3 Students will know why gold, green, and other colors are so important to understanding and representing the novel. Terms: representation, metaphor, symbolism (Equip), A Sandwich chart will help the students formulate their thoughts and represent the different layers to their respective, assigned color. The Jigsaw activity will be a physical manifestation of this where the students investigate color and theme on their own terms (Explore), A group essay on Google Doc will be created, the students collaborating the show how each color relates with each other and the themes (Experience) (R)5.4 The Whisper activity will allow the teacher to not only assess the students' knowledge of the topic, but also on their representation skills through a visual example of their knowledge (Rethink), The student will self-assess using a rubric regarding the essay (Rethink/Revise), and feedback by teacher on the group essay (Revise/Refine), (E)5.5 Formative Assessment - Checking for Understanding: Whisper and Timely Feedback: Self, Teacher, Peer (Evaluate) (T) 5.6 Tailors Verbal: The Sandwich chart is a writing-driven activity where Logic: Students, in the essay, will have to collaborate and connect their separate thoughts and opinions to form a coherent essay. Visual: The hook allows the students to express themselves by creating a piece of art. Musical: Kinthestic: The small art assignment will allow the students to use whatever medium they want and create and form their thoughts with their hands. Intrapersonal: The group activity ABCD Whisper allows the students to work together in class to form a visual representation of an idea. Interpersonal: Part of the essay will include a personal investigation on a color/theme. Naturalist: Looking back on lessons 3, some students will look on how nature relates to color and utilize this in their art piece. (O)5.7 Students will be able to describe how creators use color to represent themes. (Explanation)Product: Google Doc, Number of Days: 2-3 (Organize)
Lesson 6
Consider the W.H.E.R.E.T.O. elements. (L)
(W)6.1 Students understand that color is widely used as visual representations of topics and themes (Where), Be attuned to uses of color in film and novels and understand what they mean in context (Why), Analyze the representation of a subject or a key scene in two or more different artistic mediums, including what is emphasized or absent in each treatment (What). (H) 6.2 The teacher will present the student sample. (Hook) (E)6.3 Students will know why gold, green, and other colors are so important to understanding and representing the novel. Terms: representation, metaphor, symbolism (Equip),The students will create an observation chart to list the different things they notice in the final scene of The Great Gatsby, then utilize the form to create their own representation. The Think-Pair-Share activity will be used with each student focusing on one motif in the scene and discussing it with the class. (Explore), The final project will utilize all the different lessons to have the students create their own representation of an integral scene to The Great Gatsby (Experience) (R)6.4 The rubric will allow the teacher to see if the students really understand the material (Rethink), The students will also fill out the same rubric on their own (Rethink/Revise), and feedback by teacher on the movie scene (Revise/Refine), (E)6.5 Formative Assessment - Checking for Understanding: Rubric and Timely Feedback: Observation Chart (Evaluate) (T) 6.6 Tailors Verbal: The students will have to look closely at the text of The Great Gatsby and dissect the scene so they present a proper representation. They will also be required to explain their decisions. Logic: A storyboard will be used to form the final project, necessitating logical planning. Visual: One major facet of the project will be utilizing color in an effective manner, so students will have to master image symbolism. Musical: Students have the option to utilize music in their iMovie projects. Kinthestic: Intrapersonal: Think-Pair-Share will allow the students to work together and collaboratively come to conclusions. Interpersonal: Much of the assessment for the project will be the students assessing their work and completion of the rubric. The observation chart will also allow the students to focus on what grabs their attention the most. Naturalist: (O)6.7 Students will be able to create a personal example of an integral scene of the novel, highlighting how color and theme relate. (Application)Product: iMovie, Number of Days: 2-3 (Organize)
Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology?
(W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS (What)
(H) .2 Engage (Hook)
(E) .3 Students will know...(Equip), Graphic Organizer and Cooperative Learning the content (Explore), working on product (partners, teams...) (Experience)
(R) .4 Checking for Understanding Strategies during instruction (Rethink), Self-Assessment using Rubrics or Checklist, feedback by students (Rethink/Revise), and feedback by teacher on Product (Revise/Refine),
(E) .5 Formative Assessment - Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: (Evaluate)
(T) .6 Give an example of each Multiple Intelligences (Tailor)
Verbal-Linguistic
Logical/Mathematical
Visual/Spatial
Bodily/Kinesthetic
Musical/Rhythmic
Intrapersonal
Interpersonal
Naturalist
(O) .7 Students will be able to ..., (Insert Facet Name) Product: Type II Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
(H) 1.2 The hook for this lesson will be the viewing of the 1974 version of The Great Gatsby, starring Mia Farrow and Robert Redford. (Hook)
(E)1.3 Students will know what formed Fitzgerald's novel and theory on the 'American Dream'. Terms: theme, the American Dream, (Equip), Using the KWL chart the students will express their knowledge after reading through the novel, and what their basic understanding of the plot is. The Circle The Sage activity will have exceptional students aid the other students in the discussion of the important themes of the novel. (Explore), Throughout every lesson they will use a Blog to discuss and understand the themes of the novel, and relate them to their modern and/or personal world. While this will be a personal project, there will be class and group discussions to explain the various assignments. They will also comment on other students' blogs (Experience).
(R)1.4 Part of their blog assignments will include a Quick Write prompt where the students will think back on their knowledge and express any confusion or insights (Rethink), fill out a cumulative rubric where they will evaluate all their blog posts for content, clarity, and comprehension (Rethink/Revise), and weekly feedback from the teacher on each week of blog posts (Revise/Refine).
(E)1.5 Formative Assessment - Pre-Assessment: Survey on color: What is your favorite color? What does it mean to you? What can it mean to others? Quick class discussion on the Roaring Twenties (clothes, lifestyle, economy, ect.) Checking for Understanding: Quick Writes and Timely Feedback: Self, Teacher (Evaluate)
(T) 1.6 Tailors
Verbal: The entire lesson makes way for class discussion, from Circle the Sage to seminars, and the students will also write in their blogs.
Logic: Circle the Sage will allow all students to think analytically about the themes of The Great Gatsby and build and cement their understandings of the themes.
Visual: We'll look closely at scenes in the 1974 film representation of The Great Gatsby.
Musical: Part of the pre-assessment includes looking at the music (jazz, blues, etc.) of the Roaring Twenties.
Kinesthetic: Circle the Sage will be a physical activity, students expressering their concerns by moving to a specific area in the class. They will also use post-its to write down their opinions and questions.
Intrapersonal: The blog will allow the students to privately investigate the lessons and their thoughts to come to personal conclusions.
Interpersonal: The class will constantly incorporate discussions and seminar qualities.
Naturalist: Part of the lesson will be looking how the geography of the novel - NYC, the Eggs, the Ash Heaps - influences the themes.
(O)1.7 Students will be able to relate the themes of the novel to their own world. (Self-Knowledge) Product: Blog, Number of Days: 2 (Organize)
Lesson 2
(H) 2.2 Cole Porter's music will be playing while they enter the classroom. (Hook)
(E)2.3 Students will know what formed Fitzgerald's novel and theory on the 'American Dream'. Terms: theme, the American Dream (Equip), The persuasion map will be used when the students have to express various facets of life in the twenties and develop an opinion of the time period. Find the Fib will be used as an opening activity where the students will be given facts of the time period and learn what life was truly like (Explore), The students will use a Podcast to form an interview with a person from the twenties (Experience).
(R)2.4 A Venn Diagram comparing our time period and the twenties will showcase their understanding and application of the material (Rethink), Checklists will be filled out by the students (Rethink/Revise), and feedback from the teacher on the Podcast (Revise/Refine).
(E)2.5 Formative Assessment - Checking for Understanding: Venn Diagram and Timely Feedback: Self, Teacher (Evaluate)
(T) 2.6 Tailors
Verbal: The students will have a blog assignment relating the Roaring Twenties to the present.
Logic: The Persuasion Map will require students to web together various facets of the era and come to a conclusion that relates to the novel.
Visual: There will be an immersive look into the style and culture of New York City in the 1920s.
Musical: The hook and basis of the lesson is jazz music. We'll look closely at the sounds and lyrics.
Kinesthetic: Stations will be used to discover different facets of the time period.
Intrapersonal: The Podcast will necessitate an in-depth look at comparing how the life of a singular person of the twenties was, and relating it to the 21st century.
Interpersonal: Find the Fib will be an entertaining classroom activity where the students will have to work together to discover the truth.
Naturalist: Part of the opening discussion will include an explanation of the geography of the novel and the importance of New York City and the Eggs.
(O)2.7 Students will be able to consider why the themes were relevant at the time period of the Roaring Twenties. (Empathy) Product: Podcast, Number of Days: 1-2 (Organize)
Lesson 3
(H) 3.2 The classroom will be set-up like an art gallery and the students will have the opportunity to view all the pieces. (Hook)
(E)3.3 Students will know how the movie, book, etc. succeed/fail differently in their portrayal. Terms: representation, analysis, direction (Equip), The Five W's activity will provide a framework for what students are to look for when analyzing a piece of art, film, or literature. As analysis can get tricky, Three Minute Reviews will be used for the students' benefit, so they can converse and clarify thoughts (Explore), The students will use Prezi to intricately dissect a piece of art (Experience).
(R)3.4 An exit ticket will be used to make sure students understand the important of choice in representation (Rethink), Personal rubrics will be filled out on the Prezi project (Rethink/Revise), and feedback from the teacher on the Prezi as well (Revise/Refine).
(E)3.5 Formative Assessment - Checking for Understanding: Exit Ticket and Timely Feedback: Self, Teacher (Evaluate)
(T) 3.6 Tailors
Verbal:
Logic: Prezi will be utilized to the fullest by students who thing logically and architecturally.
Visual: The Five W's are a visual interpretation of the students' thoughts.
Musical:
Kinthestic: Students can move about the classroom during the hook and physically highlight interesting things within the art pieces.
Intrapersonal: Three Minute Reviews will be a class wide discussion for all students to engage and jump off ideas and collaborate.
Interpersonal: The exit tickets will be personally and privately responded to.
Naturalist:
(O)3.7 Students will be able to analyze the usage and choice of theme in a representation. (Perspective) Product: Prezi, Number of Days: 1-2 (Organize)
Lesson 4
(H) 4.2 We will view a few scenes from separate representations of The Great Gatsby, be it film, theatre, or painting. (Hook)
(E)4.3 Students will know how the movie, book, etc. succeed/fail differently in their portrayal. Terms: representation, analysis, direction (Equip),The students will use bubbl.us to create a graphic organizer comparing and contrasting the scenes we watched in the hook. A Gallery Walk will have the students responding to questions to each representation we watch. (Explore), They will utilize what they learned on bubbl.us to create a graphic organizer of their own with their own source material (Experience)
(R)4.4 Decisions, Decisions will be implemented to check for understanding (Rethink), The students will utilize a checklist to self-assess (Rethink/Revise), and feedback by teacher on the organizer (Revise/Refine),
(E)4.5 Formative Assessment - Checking for Understanding: Decisions, Decisions and Timely Feedback: Self, Teacher (Evaluate)
(T) 4.6 Tailors
Verbal: There will be a final wrap-up discussion for all students to speak about what they found most important in a specific scene.
Logic: A graphic organizer will allow students to logically arrange their ideas and a clear, concise manner.
Visual: We will view the same scene from The Great Gatsby in different representations.
Musical:
Kinesthetic: Gallery Walk will allow the students to move about the room and physically see the separation between representation.
Intrapersonal: Gallery Walk will also involve students working with others to build on ideas and clarify information.
Interpersonal: Students will self-assess using a checklist.
Naturalist:
(O)4.7 Students will be able to judge how choice effects the representation. (Interpretation) Product: bubble.us graphic organizer, Number of Days: 1-2 (Organize)
Lesson 5
(H) 5.2 Students will have the opportunity to draw/paint a representation of a color. (Hook)
(E)5.3 Students will know why gold, green, and other colors are so important to understanding and representing the novel. Terms: representation, metaphor, symbolism (Equip), A Sandwich chart will help the students formulate their thoughts and represent the different layers to their respective, assigned color. The Jigsaw activity will be a physical manifestation of this where the students investigate color and theme on their own terms (Explore), A group essay on Google Doc will be created, the students collaborating the show how each color relates with each other and the themes (Experience)
(R)5.4 The Whisper activity will allow the teacher to not only assess the students' knowledge of the topic, but also on their representation skills through a visual example of their knowledge (Rethink), The student will self-assess using a rubric regarding the essay (Rethink/Revise), and feedback by teacher on the group essay (Revise/Refine),
(E)5.5 Formative Assessment - Checking for Understanding: Whisper and Timely Feedback: Self, Teacher, Peer (Evaluate)
(T) 5.6 Tailors
Verbal: The Sandwich chart is a writing-driven activity where
Logic: Students, in the essay, will have to collaborate and connect their separate thoughts and opinions to form a coherent essay.
Visual: The hook allows the students to express themselves by creating a piece of art.
Musical:
Kinthestic: The small art assignment will allow the students to use whatever medium they want and create and form their thoughts with their hands.
Intrapersonal: The group activity ABCD Whisper allows the students to work together in class to form a visual representation of an idea.
Interpersonal: Part of the essay will include a personal investigation on a color/theme.
Naturalist: Looking back on lessons 3, some students will look on how nature relates to color and utilize this in their art piece.
(O)5.7 Students will be able to describe how creators use color to represent themes. (Explanation) Product: Google Doc, Number of Days: 2-3 (Organize)
Lesson 6
(H) 6.2 The teacher will present the student sample. (Hook)
(E)6.3 Students will know why gold, green, and other colors are so important to understanding and representing the novel. Terms: representation, metaphor, symbolism (Equip),The students will create an observation chart to list the different things they notice in the final scene of The Great Gatsby, then utilize the form to create their own representation. The Think-Pair-Share activity will be used with each student focusing on one motif in the scene and discussing it with the class. (Explore), The final project will utilize all the different lessons to have the students create their own representation of an integral scene to The Great Gatsby (Experience)
(R)6.4 The rubric will allow the teacher to see if the students really understand the material (Rethink), The students will also fill out the same rubric on their own (Rethink/Revise), and feedback by teacher on the movie scene (Revise/Refine),
(E)6.5 Formative Assessment - Checking for Understanding: Rubric and Timely Feedback: Observation Chart (Evaluate)
(T) 6.6 Tailors
Verbal: The students will have to look closely at the text of The Great Gatsby and dissect the scene so they present a proper representation. They will also be required to explain their decisions.
Logic: A storyboard will be used to form the final project, necessitating logical planning.
Visual: One major facet of the project will be utilizing color in an effective manner, so students will have to master image symbolism.
Musical: Students have the option to utilize music in their iMovie projects.
Kinthestic:
Intrapersonal: Think-Pair-Share will allow the students to work together and collaboratively come to conclusions.
Interpersonal: Much of the assessment for the project will be the students assessing their work and completion of the rubric. The observation chart will also allow the students to focus on what grabs their attention the most.
Naturalist:
(O)6.7 Students will be able to create a personal example of an integral scene of the novel, highlighting how color and theme relate. (Application) Product: iMovie, Number of Days: 2-3 (Organize)
2004 ASCD and Grant Wiggins and Jay McTighe